11) Problems of the individual (alcohol)

We are all distinctly aware of the byproducts of destructive lifestyles: divorce, drug and alcohol abuse, violence and suicide. The list of problems and consequences they may entail is overwhelming.

I wish to pay attention to such problem as alcohol.

Alcohol abuse is a pervasive problem: we live in a society that equates the consumption of alcohol with having fun and relaxing.

Some people drink because they think it will help them escape from their problems. Although this may seem like a good idea, drinking always leads to even bigger problems. Alcohol abuse has many behavioral and physical effects.

Behavioral effects can include: irritability, moodiness, anxieties, loss of judgment, violent behavior, impulsiveness, and inability to cope with the problems mentioned above. Physical effects can include: alterations of muscle coordination, tremors and convulsive disorders, liver damage, heart disease, gastrointestinal irritation and ulcers, malnutrition, cancer of the mouth, esophagus or stomach.

Any alcohol use can result in negative social, interpersonal and legal consequences. Some consequences show up right away, and others build up over long periods of time. Consider that the average teen first tries alcohol around age 13. This is long before the body or mind is ready to handle a powerful drug like alcohol. And the earlier kids start drinking, the more likely they will be to develop a problem with alcohol or drugs later in life.

12) Gender problems \ The Woman’s Liberation Movement

The Women's Liberation Movement began in 1960s. It was started by women who were concerned about their identity, their role in society, and their work, and about the view of women that many people held.

This movement is not a political party. It is more like a forum or platform from which feminists (supporters of women's rights) speak out on women's issues. In books, articles, lectures, feminists attack the timeless inequities built into a male-dominated social system, and suggest possible remedies.

Many women want full equality with men in every aspect of life. In marriage, they want husbands and wives to share all the work and responsibilities of a home and a family. In work, they want women and men to have the same jobs and the same chance to succeed. They want women to be paid just as much as men for the same work.

The Women's Liberation movement has not yet achieved all its goals, some of which are controversial even among women. The Women’s Liberation Movement helps these women to improve their views of themselves. The Women's Liberation Movement is trying to give women a chance to show what they can do.

GENDER PROJECTS IN BELARUS

In 1995, UNDP in partnership with the Ministry of Social Welfare, initiated the "Women in Development" (WID) project for the women of Belarus. This initiative lead to the establishment of the "Gender Information and Policy Centre" (GIPC), and in 1997, GIPC came under the umbrella of UNDP and has a national agenda on enhancing the position of women in Belarus in all spheres of life through various activities and initiatives.

UNDP support has a huge impact in putting gender and women's issues on the national agenda. In particular, GIPC and Family and Gender Issues Department were successful in getting 16 documents approved by the Decrees of the President and resolutions of the Council of Ministers. These documents aimed at improving equality between women and men, strengthening social protection of women, family and children.

Origin of the Systems of Higher Education

The system of higher education had its origin in Europe of the Middle Ages, when the first universities were established. In modern times the nature of higher education around the world has been largely determined by the models established in influential countries such as France, Germany, Great Britain, and the United States.

Higher education is any of various types of education given in postsecondary institutions of learning and usually affording, at the end of a course of study, a named degree, diploma, or certificate of higher studies.

Higher-educational institutions provide necessary training for individuals wishing to enter professional careers. They also strive to develop students’ creativity, insight, and analytical skills. By acquainting students with complex ideas in an intellectually stimulating environment, colleges and universities can provide unique opportunities for personal enrichment while also preparing students for future careers.

… in British

British universities are independent, autonomous, self-governing institutions. Although they all receive financial support from the state.

Admission to universities is by examination or selection (interviews). Applications for places from prospective undergraduate candidates for admission to nearly all the universities (except for the Open University) are submitted initially to the Universities Central Council on Admissions (UCCA). In the application a candidate can list up to five universities or colleges in order of preference. Applications must be sent to the UCCA in the autumn term of the academic year preceding that in which the candidate hopes to be admitted. The UCCA sends a copy to each of the universities or colleges named. Each university selects its own students.

British universities can be roughly divided into three groups: I) Oxford and Cambridge and the older Scottish universities, 2) the redbrick universities, and 3) the new universities.

…The United States

The system of higher education in the United States iffers from its counterparts in Europe in certain ways. In the United States, there is a nationwide assumption that students who have completed secondary school should have at least two years of university education. Universities that provide four-year study courses are either privately funded foundations or are state or city foundations that depend heavily on the government for financial support. Private universities and colleges depend largely on tuition charges levied on students.

A marked feature of American education that derives from the German model is the de-emphasis on lecture and examination. In both of these countries, students are evaluated according to their performance in individual courses where discussion and written essays figure importantly.